PAM. 

N.  AM^R. 


SECTARIAN 


Indian  Schools, 


THE  RELATION  OF  THE  CHURCHES  TO  THE  GEN- 
ERAL GOVERNMENT  IN  THE  EDUCATION 
OF  THE  INDIAN  RACES, 


JAMES  M.  KING, 


General  Secretary. 


OFFICE  OF 

The  National  League 

FOR  THE 

Protection  of  American  Institutions, 

ROOMS  43  ANO  44  MORSE  BUILDING. 


140  NASSAU  ST.,  NEW  YORK. 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/sectarianindiansOOking 


^IDIDI^ESS 


BEFOUE  THE 

Lake  Mohonk  Conference  of  Friends  of  the 
Indians,  October  9,  1890. 

It  affords  me  great  pleasure  to  have  the  opportunity  of 
taking  part  in  the  discussions  of  the  Mohonk  Conference, 
because  my  study  of  tlie  proceedings  of  the  Conference  for  a 
few  years  past  convinces  me  that  the  character  of  the 
national  legislation  and  the  character  of  tlie  private  benevo- 
lent work  in  the  interests  of  the  Indian  r.^s  ifre  both  largely 
here  determined. 

The  platforms  of  this  Conference  from  year  to  year  have 
marked  a steady,  intelligent,  and  conscientious  advance.  The 
platform  of  the  Lake  Mohonk  Conference  for  1888  said  : 

“ We  call  upon  the  Department  of  the  Interior  to  inaugu- 
rate at  once  a thorougli  and  comprehensive  system,  provid- 
ing at  national  expense  on  principles  analogous  to  those 
wliich  ex|)crience  has  incorporated  in  our  public  school  sys- 
tem for  the  education  of  all  Indian  children  in  its  ward  and 
care  in  all  the  elements  of  education  essential  {o  civilized 
life  and  good  citizenshi[),  the  use  of  the  English  language, 
the  common  industrial  arts  and  sciences,  the  habits  and 
properties  of  domestic  life,  and  the  ethical  laws  wliich  under- 
lie American  civilization.” 

The  platform  of  the  Lake  Mohonk  Conference  for  1889 
said : 

“ We  welcome  heartily  the  presence  of  the  Commissioner 
of  Indian  Affairs  at  this  session,  and  indorse  heartily  the 
general  principles  embodied  in  the  paper  presented  by  him, 
outlining  a jiroposed  policy  for  the  organization  of  a com- 
jirehensive  sy.'^tem  of  Indian  education  by  the  Federal  Gov- 
ernment. We  urge  upon  the  administration  the  organiza- 
tion of  such  a plan,  and  upon  Congress  the  necessary  appro- 
priations for  its  execution ; and  the  chairman  of  this  Con- 
ference is  hereby  authorized  and  instructed  to  appoint  a 

3 


committee  of  seven,  of  whom  he  shall  be  one,  to  render  to 
the  Commissioner  of  Indian  affairs,  such  co-operation  as  he 
giay  desire  in  preparing  such  a s}"stem  as  shall  be  best  to 
promote  the  universal  and  compulsory  education  of  all 
Indian  children  in  harmony  with  the  princijdes  of  our  gov- 
ernment, and  with  the  concurrent  work  of  the  churches, 
missionary  .boards  and  societies  and  philanthroihc  organi- 
zations, and  to  urge  upon  Congress  such  increased  appropri- 
ations as  may  be  necessary  to  carry  this  into  effect.” 

It  was  hoped  that  the  new  and  thoroughly  American 
policy  of  the  Commissioner  of  Indian  Affairs  would  be  ac- 
cepted by  Congress  as  it  had  already  been  accepted  by  the 
administration  ; but  the  United  States  Senate  overruled  the 
action  of  its  Committee  on  Appropriations,  and  restored  in 
the  Indian  Apprdpriations  Bill  appropriations  for  three  new 
sectarian  schools  which  had  been  provided  for  by  the  bill 
as  it  came  from  the  House  of  Rei^resentatives,  thus  increas- 
ing the  number  of  sectarian  appropriations.  This  action 
caused  extended  protest  from  the  press  and  from  varied  or- 
ganizations throughout  the  country.  T^lie  Independent  of 
New  York,  July  31,  1890,  said : 

“ While  having  full  sympathy  with  the  work  done  hereto- 
fore by  the  contract  schools,  and  while  believing  fully  in  the 
necessity  of  moral  and  religious  training,  in  order  to  the 
highest  civilization  of  the  Indians  as  well  as  of  whites,  we 
believe  the  time  has  come  for  the  work  of  secular  education, 
carried  on  by  men  and  women  of  high  moral  and  religious 
character  on  a non-sectarian  and  non-partisan  basis,  to  be 
done  chiefly,  if  not  entirely,  by  the  Government ; while  the 
work  of  evangelization  should  be  prosecuted  by  the  Church. 

“ The  last  week  has  seen  an  onslaught  on  the  Indian  Bu- 
reau from  a number  of  Catholic  papers,  apparently  having 
one  common  inspiration.  Nevertheless,  it  is  hard  to  per- 
suade the  people  that  the  Catholics  have  anything  to  com- 
plain of,  so  long  as  they  control  three-fifths  of  the  appropria- 
tions for  contract  schools.” 

The  Churchman  of  New  York,  August  2, 1890,  said  : 

“Commissioner  Morgan  was  right  in  calling  a halt.  Sen- 
ator Reagan  was  right  in  declaring  against  Government  aid 
to  religious  denominations.  The  Government  has  drifted 
into  a wrong  position  in  this  matter.  A temporary  expe- 

4 


dient  has  been  rapidly  growing  into  a vicious  system,  and  it 
is  now  determined,  against  the  advice  of  the  Commissioner, 
to  extend  it  and  fasten  it  upon  the  Government.  If  anything 
could  open  our  eyes  to  the  evil  of  it,  it  would  he  the  spe^ 
tacle  of  the  Catholic  Bureau  pushing  by  the  Commissioner 
and  forcing  itself  into  the  Senate  chamher,  and  with  whip 
and  spur  driving  over  the  Senate  committee.  The  Commis- 
sioner should  be  backed  by  every  American  citizen.  Re- 
ligious societies  should  carry  on  their  mission  in  entire  inde- 
pendence of  the  Government.” 

“ The  National  League  for  the  Protection  of  American  In- 
stitutions,” an  organization  wholly  un.sectarian  and  non-prr- 
tisan  in  character,  containing  among  its  adherents  thousiuids 
of  tlie  formers  of  i)ublic  opinion  in  every  ^tate,  wliose  ob- 
jects are  stated  to  be  “ to  secure  constituMonal  and  legi.«la- 
tive  safeguards  for  the  protection  of  the  cofnm'on  school  sys- 
tem and  other  American  institutions,aiid  to  promote  public 
instruction  in  harmony  with  such  institutions,  and  to  })re- 
vent  all  sectarian  or  denominational  aj)])ro})riations  of  pub- 
lic funds,”  has  taken  pains  to  te.st  extensively  the  most  en- 
lightened public  .sentiment  on  the  question  of  sectarian 
appropriations  by  Congress  as  well  as  by  the  States.  The 
responses  from  thoughtful  and  liberal  Protestants,  Roman 
Catholics,  and  Jews,  and  from  those  of  no  professed* i^ligious 
faith,  have  shown  all  hut  a unanimous  consensus  o^ opinion 
against  such  appropriations,  as  both  perilous  in  precedent 
and  harmful  in  result.  The  outline  of  the  plan  cayefully 
elaborated  in  the  Commissioner’s  report,  looking  to  the  as- 
similation of  the  Indian  to  our  national  life  hy  a system  of 
schools  non-[)artisan  and  non-sectarian,  related  to  each  other 
and  forming  a connected  whole,  with  uniform  studies  and 
patriotic  teachings,  conformed,  as  far  as  practicable,  to  the 
common  school  system,  presents  in  great  part  the  national 
que.stion  on  which  the  nomination  of  General  Morgan  was 
by  many  sustained,  and  by  others  op])Osed,  in  the  contest 
before  the  Senate.  The  plan  reported  by  the  Indian  Depart- 
ment had  been  carefully  considered  by  many  philanthropic 
and  educational  citizens,  who  had  devoted  themselves  to  the 
solution  of  the  Indian  problem  under  the  lead  of  distin- 
guished experts  in  educational  and  Indian  affairs,  both  of 


the  States  and  of  the  nation.  After  diligent  scrutiny  and 
discussion,  it  was  regarded  as  marked  by  the  caution,  mod- 
eration, and  wisdom  demanded  by  the  difficulties  of  the 
situation,  and  tending  to  avoid  the  interruption  and  antag- 
onism incident  to  discordant  systems  by  bringing  all  the 
schools  founded  or  employed  by  the  Government  into  har- 
monious relation,  on  the  model  of  the  public  school  system, 
into  which  the  Government  schools  might,  in  time,  he 
readily  absorbed.  Influential  presses,  secular  and  religious, 
gave  it  their  approval,  as  a gentle  and  judicious  mode  of 
solving  a national  problem  by  a simple  and  easy  return  to 
American  principles,  the  forgetfulness  or  disregard  of  which 
had  led  to  the  complication  of  adverse  and  antagonistic 
systems  in  defiance  of  the  Constitutional  rule  of  an  absolute 
separation  of  Church  and  State. 

If,  while  the  Indian  appropriation  bill  was  before  Congress 
in  discussion,  the  same  energy  and  ability  had  been  put 
forth  by  the  secular  and  religious  press  in  opposition  to  its 
obnoxious  features  as  were  exercised  in  attacking  these  fea- 
tures after  the  passage  of  the  bill,  the  result  might  have  been 
different. 

There  is  no  lesson  taught  by  the  history  of  the  republic 
that  is  better  understood  by  the  American  people  or  the 
world  at  large  than  the  admirable  adaptatiorr  of  the  public 
school  to  fit  the  children  of  all  nationalities  for  the  exigen- 
cies of  American  life  and  to  encourage  an  intelligent  devo- 
tion to  American  institutions.  The  attempt  to  defeat  the 
appointments  in  the  Indian  Department  of  the  Commissioner 
aird  Suirerintendent,  who  favored  governnrental  schools,  was 
openly  based  on  opposition  to  the  common-school  polic}",  and 
by  those  who  make  a demand  for  new  schools  to  be  coir- 
trolled  by  ecclesiastics  and  not  by  the  Governmeirt,  but  said 
schools  to  be  supported  by  the  National  Government  from 
the  National  Treasury. 

In  order  that  the  work  might  be  uniform  the  office  pre- 
pared recently  a new  contract,  in  which  it  was  provided  that 
the  Indian  office  might  “ prescribe  the  course  of  study  and 
designate  the  text-books,  and  require  the  same  evidence  of 
the  qualifications  of  the  employees  in  contract  schools  as  in 

6 


the  Government  schools.”  It  was  held,  as  we  think  justly, 
that,  if  the  Government  furnishes  the  money  for  the  educa- 
tion of  Indian  cliildren  for  American  citizenship,  it  has  a 
right  to  say  how  this  work  shall  be  done.  These  contracts 
were  sent  out  to  the  various  religious  bodies  who  carry  on 
these  contract  schools,  namely:  Roman  Catholics,  Congre- 
gationalists.  Episcopalians,  Friends,  Methodists,  i\Iennonites, 
Lutherans,  Presbyterians,  and  Unitarians.  All  of  these 
bodies,  with  one  exception,  accepted  the  new  contracts  with- 
out objection.  The  Bureau  of  Catholic  Missions,  however, 
declined  to  accept  them,  refused  to  allow  the  Government 
to  prescribe  the  course  of  study  or  designate  the  text-books, 
and  objected  to  submitting  the  recpiired  evidences  as  to  the 
Ciualifications  of  school  employees.  On  the  amendment  of 
the  Senate,  both  houses  of  Congress,  however,  finally  incorpo- 
porated  in  the  Indian  api>ropriation  bill  the  following  section : 
“ That  the  expenditure  of  the  money  appropriated  for  school 
purposes  in  this  act  shall  be  at  all  times  under  the  super- 
vision and  direction  of  the  Secretary  of  the  Interior,  and  in 
all  respects  in  conformity  with  such  conditions,  rules,  and 
regulations  as  to  the  conduct  and  methods  of  instruction 
and  expenditure  of  money  as  may  from  time  to  time  be  pre- 
scribed by  him.” 

The  following  table  shows  the  amounts  appropriated  to 
the  various  religious  bodies  for  Indian  education  during  the 
fiscal  years  1880  to  1891 : 


1886. 

1887. 

1888, 

1889. 

1890. 

1891. 

!jill8,.84.S 

32,995 

H!,121 

5.400 

$194,635 
37,910 
20  696 
10,410 
4,175 
1,890 
27,845 
3,340 
1,523 
1,350 

$221,169 

30.500 

26,080 

7.500 
4,175 
3,090 

14,460 

2.500 
Dropped. 

5,400 

1,35C 

$347,672 

41,825 

29,310 

Dropped. 

$356,957 

47,650 

28,459 

$363,349 

44,850 

27,271 

Presbyterian 

ConpreRational 

Martinsburgh,  Pa....  

18.700 

23.383 

3,125 

24,876 

23,883 

4,375 

29,910 

24,743 

4,375 

1,960 

5,400 

4,050 

2,725 

275 

33,400 

21,040 

5,400 

7,560 

9,940 

600 

33.400 

20,040 

5,400 

9,180 

6,700 

1,000 

33,400 

20,040 

Lutheran,  Wittenberg,  Wis. 

Appropriation  for  Lincoln 
Institution. 

Appropriation  for  Hampton 
Institute. 

Total - 

33,400 

20,040 

33,400 

20,040 

33,400 

20,040 

$228,259 

$363,214 

$376,264 

$530,905 

$562,640 

$560,218 

The  significance  of  these  figures  indicates  the  tendency 

7 


of  the  existing  system  to  arouse,  not  simply  disputes 
between  the  Government  and  the  authorities  of  any  denom- 
ination that  may  claim  a right  to  control  in  the  matter  of 
Indian  editcation,  under  authority  given  or  assumed  to  be 
given  by  acts  of  Congress,  but  to  arouse  throughout  the 
Nation  the  denominational  rivalries,  jealousies,  and  ani- 
mosities which  it  was  the  aim  of  the  first  amendment  to  the 
National  Constitution  to  prevent,  and  which  every  de- 
l^arture  from  its  spirit  is  sure  to  awake.  The  dissatisfaction 
may  be  the  greater  among  the  various  denominational 
bodies  which  have  a National  organization  which  recognize 
allegiance  to  our  Constitution  and  laws,  and  which  are 
devoted  to  American  principles  and  institutions,  if  they 
find  that  the  National  Government  is  appropriating  so 
large  a proportion  of  public  moneys  for  Indian  education  to 
an  ecclesiastical  body  which  represents  no  national  church 
organization  in  America,  and  avows  no  allegiance  to  the 
American  Government.  The  proposition  seems  hardly  to 
admit  of  dispute,  that  a race  whose  education  is  assumed  by 
the  National  Government  should  receive  an  instruction  and 
training  fitted  to  imbue  them  with  the  American  spirit,  to 
fit  them  for  the  exercise  of  their  rights  and  duties  by  a 
right  understanding  of  our  political  system,  based  on  the 
sovereignty  of  the  American  people  and  the  supremacy  of 
American  law,  with  liberty  of  conscience  to  all,  and  that 
protection  to  all  in  their  constitutional  rights  which  entitles 
the  Government  to  their  loyal  devotion  and  exclusive  alle- 
giance, shutting  out  all  allegiance  to  any  other  power, 
prince,  or  potentate  whatsoever.  Apart  from  these  National 
considerations,  it  is  respectfully  submitted  that  the  Indian 
children  are  vested  with  Constitutional  rights  which  the 
Government,  in  the  exercise  of  a reasonable  guardianship 
over  tiie  wa ids  of  the  Nation,  is  honorably  bound  to  protect. 

The  President  in  his  message  to  Congress,  Dec.  3, 1889, 
in  speaking  of  Indian  education,  said : 

“ The  national  schools  for  Indians  have  been  very  suc- 
cessful, and  should  be  multiplied,  and,  as  far  as  possible, 
should  be  so  organized  and  conducted  as  to  facilitate  the 
transfer  of  the  schools  to  the  States  or  Territories  in  which 


they  are  located,  when  the  Indians  in  a neighborhood  have 
accepted  citizenship,  and  have  become  otherwise  fitted  for 
such  a transfer.  This  condition  of  things  will  be  attained 
slowly,  but  it  will  be  hastened  by  keeping  it  in  mind.  And 
in  the  meantime  that  co-operation  between  the  Government 
and  the  mission  schools,  which  has  wrought  much  good, 
should  be  cordially  and  impartially  maintained.” 

It  certainly  cannot  be  contended  with  justice  that,  while 
we  give  to  the  Episcopalians,  for  instance,  whose  work 
among  the  Indians  has  been  noteworthy  for  its  extent  and 
value,  and  whose  claims  upon  the  Government  are  as  rea- 
sonable as  those  of  the  Roman  Catholics,  only  $29,910,  the 
Government  could  give  to  the  Roman  Catholics  either  the 
sum  asked  for,  $531,990,  or  the  sum  received,  $303,349,  and 
still  administer  the  system  “ impartially.” 

Many  learned  jurists  and  .statesmen  think  that  tlie  first 
article  of  the  first  amendment  to  the  national  Constitution, 
which  ordains  that  “ Congress  shall  make  no  law  respecting 
an  establishment  of  religion  or  prohibiting  the  free  exercise 
thereof,”  does  not  permit  Congress  to  make  a law  establish- 
ing for  the  Indians,  or  any  other  class  in  America,  one  or 
more  schools  belonging  to  a particular  religious  denomina- 
tion and  where  the  doctrines  of  that  denomination  are  to 
be  taught,  for  the  reason  that  such  a law  is  a law  respecting 
an  establishment  of  religion,  and  that  the  Constitutional 
provision  that  Congress  shall  make  no  law  prohibiting  the 
free  exercise  of  religion  equally  forbids  Congress  making  a 
law  that  will  empower  any  other  body  to  prohibit  the  free 
exercise  of  religion;  and  these  principles  are  applicable 
alike  to  all  religious  denominations  whatsoever,  native  or 
foreign,  that  now  exist  or  may  hereafter  appear  in  our 
States  and  Territories.  The  debate  in  the  United  States 
Senate  on  July  14,  1890  on  the  Indian  appropriation  bill, 
developed  a strong  sentiment  in  this  direction,  and  in  no 
instance  was  an  effort  made  to  answer  the  Constitutional 
argument.  Expediency  and  local  political  interests  seemed 
to  be  the  motives  controlling  the  action. 

I only  wish  to  be  understood  as  protesting  against 
National  grants  to  such  contract  schools  as  are  purely 
under  sectarian  control.  The  organization  of  citizens 

9 


whom  I represent  is  now  preparing  its  appeal  to  all  the 
religious  denominations,  asking  them  to  withdraw  all  ap- 
plications for  appropriations  and  to  refuse  to  receive  appro- 
priations from  the  National  Treasury  for  their  work  of 
religious  instruction  among  the  Indian  races. 

Let  us  not  make  an  attempt  at  the  solution  of  the  ques- 
tion of  Indian  education  which  embarrasses  the  solution  of 
the  broader  questions.  Let  us  not  make  him  the  prey 
of  denominational  bickerings.  Give  him  the  American 
public  school,  or  its  equivalent,  and  then  let  religious 
denominations  prove  their  faith  by  their  works  and  try  to 
Christianize  him.  The  controversy  concerning  sectarian 
appropriations  will  continue,  because  a vital  and  funda- 
mental principle  animates  it ; and  the  welfare  of  the  Indian 
will  be  prejudiced  unless  this  partnership  of  the  Government 
with  religious  denominations  is  dissolved.  These  Indians 
are  the  wards  of  the  nation,  and  we  cannot  escape  the  re- 
sponsibilit}’-  for  their  educution.  When  we  provide  in  a 
given  place  only  a contract  school  under  sectarian  control, 
we  force  them  under  an  establishment  of  religion  and  pay 
the  bills  for  their  religious  education,  which  is  both  estab- 
lishing a religion  and  abridging  the  free  exercise  thereof  on 
the  part  of  the  individual. 

Where  the  Government  has  encouraged  by  its  appropria- 
tions the  investment  of  private  funds  drawn  from  private 
beneficence,  for  the  purpose  of  promoting  denominational 
schools,  of  course  perfect  business  honesty  must  be  adhered 
to  and  good  faith  be  kept  when  the  Government  determines 
to  withdraw  from  the  support  of  sectarian  contract  schools; 
and  I urge  that  the  attitude  of  the  churches  ought  to  be 
that,  after  timely  notification  to  the  parties  interested.  Gov- 
ernment appropriations  for  denominational  schools  among 
the  Indians  shall  cease. 

Confusion  will  necessarily  result  unless  there  is  uniform- 
ity in  the  educational  system.  Let  the  nation  do  its  work 
of  education,  and  trust  to  the  churches,  as  it  does  with  other 
classes  of  the  population,  for  Christianization.  It  is  a nota- 
ble fact  that  the  results  of  the  sectarian  contract  system 
have  been  very  questionable  in  many  places.  We  believe 

10 


that  General  Morgan  has  the  right  view  of  things,  for  two 
reasons:  first,  in  the  best  interests  of  the  Indians;  and, 
second,  in  the  best  interests  of  the  American  principle  of  the 
entire  separation  of  Church  and  State.  The  question  of 
economy  as  between  the  expense  of  maintaining  the  con- 
tract and  the  government  schools  has  no  force  as  an  argu- 
ment; and  it  is  unworthy  of  consideration  by  the  United 
States  Government,  when  we  consider  the  historic  relation- 
ship of  the  Government  to  the  Indian  races. 

It  seems  to  me  that  it  would  be  a wise  course  for  this  Con- 
ference to  ask,  in  the  near  future,  all  the  religious  denomi- 
nations now  receiving  funds  from  the  national  treasury  for 
Indian  education  to  withdraw  their  applications  for  funds, 
and  to  refuse  to  receive  them  in  case  appropriations  should 
be  made.  The  National  Government,  introducing  the  com- 
mon-school system  among  the  Indians  and  making  attend- 
ance compulsory,  recognizes,  as  it  ought,  the  free  public 
school  system  as  a national  American  institution.  And  it 
would  seem  that  tlie  churches  ought  to  encourage  the  Na- 
tional Government  to  take  such  desirable  action  byrefusing 
a partnership  which  makes  such  action  impracticable. 

If  the  churches  in  matters  of  Indian  education  accept 
sectarian  appropriations  from  tlie  National  Government, 
while  u-sing  the  moiety  of  money  they  get  undoubtedly  for 
worthy  purposes,  they  do  great  damage  to  the  entire  cause 
of  public  education  by  sanctioning  a[step  in  the  direction  of 
the  union  of  Church  and  State,  by  inii)erilling  the  integrity 
and  indivisibilit}'  of  the  school  fund  in  the  several  States. 
In  several  of  the  States  the  question  has  already  reached  a 
dangerous  and  critical  stage.  The  enemies  of  the  school 
system  are  watching  with  great  solicitude  the  movement 
made  by  the  churches  for  appropriations  from  the  national 
treasury ; and  some  of  them  openly  rejoice  in  what  they 
believe  to  be  the  solution  of  the  entire  problem  of  the  suj> 
port  of  denominational  schools  in  the  States  by  a division  of 
the  school  funds  on  denominational  lines. 

Again,  the  churches  accepting  appropriations  to  aid  them 
in  their  efforts  to  educate  the  Indians  are  putting  a premium 
on  the  use  of  ecclesiastical  power  for  political  purposes  in 

11 


the  shaping  of  legislation ; and  that  power  in  these  very 
lines  has  been  used  most  relentlessly  in  high  places.  It 
would  seem  that  the  Church  of  Christ  ought  not  to  be  a 
party  to  this  kind  of  work  in  a Republic. 

Again,  the  churches  ought  not  to  consent  to  such  a rela- 
tionship to  the  National  Government  that  workers  in  the 
field  dare  not  tell  the  facts  coming  under  their  observation, 
lest  their  own  work  will  be  imperilled  and  their  path  of  use- 
fulness hedged  up.  If  it  is  claimed  that  this  money  in  the 
Treasury  is  the  property  of  the  Indians,  what  right,  then, 
has  the  General  Government  to  say  that  it  .shall  be  filtered 
through  sectarian  sieves  on  its  way  to  the  owners? 

In  answer  to  the  question,  then,  “ What  should  be  the 
relation  of  the  churches  to  the  Federal  Government  in  the 
work  of  the  education  of  the  Indian  races?  ” we  would  res- 
j)ond.  The  same  relation  as  they  su.stain  to  the  Government 
in  the  work  of  the  education  of  other  races  of  our  composite 
population,  in  case  the  churclies  desire  to  see  the  Indian 
races  civilized,  Christianized,  and  Americanized.  And  this 
means,  let  the  Government  do  thoroughly  its  work  of  indus- 
trial and  intellectual  education  by  teachers  competent  in 
both  character  and  culture ; and  let  the  free  church  in  a 
free  State  pre.ss  its  distinctly  Christian  religious  work  side  by 
side  with  the  Government,  furnishing  its  own  motive  powers, 
both  spiritual  and  material. 


